Volume 6, Issue 2 (3-2026)
پژوهش های مابعدالطبیعی 2026, 6(2): 405-436 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Mohajel N. What Role Does a Teacher's Philosophical Insight Play in His Teaching?. پژوهش های مابعدالطبیعی 2026; 6 (2) :405-436
URL: http://mi.khu.ac.ir/article-1-377-en.html
URL: http://mi.khu.ac.ir/article-1-377-en.html
Assistant Professor at Department of Educational Sciences, Farhangian University, Tehran, Iran , nmohajjel@cfu.ac.ir
Abstract: (307 Views)
This article aims to demonstrate how a teacher’s philosophical insight can significantly influence both teaching practice and the formation of the teacher’s and students’ intellectual outlook. In doing so, it explores how such insight shapes educational processes and contributes to meaningful learning.
To this end, after clarifying the role of philosophical insight in teaching, the study examines five major philosophical orientations—realism, idealism, pragmatism, existentialism, and postmodernism—and analyzes how each perspective informs the teacher–student relationship within the classroom. The findings suggest that a teacher’s philosophical outlook functions as an inner guide, shaping both cognitive and emotional dimensions of teaching and learning.
A central argument of this article is that drawing upon philosophical insight enables teachers to move beyond mechanical and lifeless instruction—often reduced to the mere transmission of information—and instead cultivate reflective, dynamic, and meaningful educational experiences. Teaching enriched by philosophical awareness brings a sense of intellectual vitality and engagement, leading to greater satisfaction for both teacher and students and fostering sustained intellectual growth in the classroom.
To this end, after clarifying the role of philosophical insight in teaching, the study examines five major philosophical orientations—realism, idealism, pragmatism, existentialism, and postmodernism—and analyzes how each perspective informs the teacher–student relationship within the classroom. The findings suggest that a teacher’s philosophical outlook functions as an inner guide, shaping both cognitive and emotional dimensions of teaching and learning.
A central argument of this article is that drawing upon philosophical insight enables teachers to move beyond mechanical and lifeless instruction—often reduced to the mere transmission of information—and instead cultivate reflective, dynamic, and meaningful educational experiences. Teaching enriched by philosophical awareness brings a sense of intellectual vitality and engagement, leading to greater satisfaction for both teacher and students and fostering sustained intellectual growth in the classroom.
Type of Study: Original Article |
Subject:
Philosophy
References
1. فرانکل، ویکتور (1394)، انسان در جستجوی معنا، ترجمه حسینعلی میرشاهی، تهران: انتشارات پر.
2. شریعتمداری، علی (1388)، اصول و فلسفه تعلیم وتربیت؛ تهران: امیرکبیر.
3. خدیوی، اسداله و یزدانی، سهراب (1404)، «پیادهسازی هوش مصنوعی در تربیت معلم: ابزارها و چالشها» مجله پژوهش های فلسفی دانشگاه تبریز، دوره 19، شماره 52 پاییز صص405-42810.
4. محجل، ندا و اصغري، محمد(1402)، «تحلیل نوپراگماتیستی ريچارد رورتی از «خودآفرينی» در فلسفه تعلیم و تربیت» . مجله تأملات فلسفی دانشگاه زنجان، دوره 13،شماره31صص66.
5. محجل، ندا (1404)، «تحلیل فلسفی نل نادینگز از رابطه دموکراسی و تعلیم و تربیت» مجله فلسفه غرب، دانگاه بین المللی امام خمینی قزوین، دوره 4، شماره 2 - شماره پیاپی14،شهریور1404،صفحه123-140.
6. محجل، ندا (1404) سهم جان دیویی در فلسفه تعلیم و تربیت نل نادینگز، مجله تاملات فلسفی دانشگاه زنجان، پذیرفته شده انتشار آنلاین از 13 اردیبهشت 1404.
7. هایدگر، مارتین (1389)، هستی و زمان، ترجمه عبدالکریم رشیدیان، تهران: نشر نی.
8. اصغری، محمد (1401)، درآمدی بر فلسفه های معاصر غرب: از هوسرل تا رورتی، تهران: انتشارات پژوهشگاه علوم انسانی و مطالعات فرهنگی.
9. لاک، جان (1399)، جستاری در خصوص فاهمه بشری؛ ترجمهی کاوه لاجوردی، تهران: نشر مرکز.
10. داورپناه، ابوسعید و دیگران (1395)، «بررسی تطبیقی فلسفه تربیت معلم از دیدگاه مکاتب فلسفی» در هفتمین همایش ملی انجمن فلسفه تعلیم و تربیت ایران، شیراز، صص642-
11. ماشينچيی ، كتر علي اصغر و دهقان منشادي، اميرحسين (1398)، «تاثير فلسفه بر رابطه معلم و دانش آموزان» در ﻓﺼﻠﻨﺎﻣﻪتحقيقات جديد در علوم انسانی، شماره بيست و سوم، زمستان١٣٩٨، ﺻﺺ١٦٨-١٥٥.
12. Buber, M. (1958), I and Thou, New York: Scribner.
13. Butler, James Donald (1966), Idealism in Education, Harper & Row.
14. De Marco, Pasquale (2025), Teaching Postmodernism: A Guide for Today's Educators, Routledge.
15. Hogan, Pádraig (1983), "The central place of prejudice in the supervision of student teachers" , - Journal of Education for Teaching (Taylor & Francis Group) - Vol. 9, Iss: 1, pp 30. [DOI:10.1080/0260747830090103]
16. https://scispace.com/papers/the-central-place-of-prejudice-in-the-supervision-of-student-91zp0aici?utm_source=chatgpt.com
17. Khanjanian Mian-Poshte, M. (2024), "Functional Fit and the Instrumental Character of Knowledge:Rethinking the Theory of Knowledge with Radical Constructivism". Journal of Philosophical Investigations, 18(48), 185-194.
19. Koirala, Matrika (2011), "Existentialism in Education" in Academic Voices A Multidisciplinary Journal ,Volume 1, N0. 1, 2011 , DOI:
https://doi.org/10.3126/av.v1i0.5309 [DOI:10.3126/AV.V1I0.5309]
20. Rai, Pratima Chamling & Lama, Rupen (2020) "Pragmatism And Its Contribution to Education" in International Journal of Creative Research Thoughts (IJCRT) Volume 8, Issue 3 March 2020, https://ijcrt.org/papers/IJCRT2003258.pdf
21. Rather, A.R.(2004) Theory and Principles of Education, Publisher: Discovery Publishing Hou
22. Sabouri, H.; Mahboubi, M. (2023). An Investigation into Teachers' Perception of (Postmodern) Postmethod Pedagogy. Journal of Philosophical Investigations, 16 (41), 62-73.
23. DOI: http//doi.org/10.22034/jpiut.2022.52919.334
24. Sandhya Bhangle, Prin. Dr. (2019) Philosophy of Education, Success Publication
25. Sartre, J.-P. (1943), Being and Nothingness. Paris: Gallimard.
26. Shipway, B. (2011). A Critical Realist Perspective of Education. Routledge. [DOI:10.4324/9780203881880]
27. Stehlik, Thomas (2018) Educational Philosophy for 21st century Teachers, Palgrave Macmillan. [DOI:10.1007/978-3-319-75969-2]
28. Symonds, Percival M. (1947)"Personality of the Teacher" in The Journal of Educational Research, Vol. 40, No. 9 (May, 1947), pp. 652-661, https://www.jstor.org/stable/27528854. [DOI:10.1080/00220671.1947.10881564]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Vote
